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All Journal PREMISE: Journal of English Education and Applied Linguistics EXPOSURE JOURNAL Jurnal Pendidikan dan Pembelajaran TELL - US JOURNAL
Indra Susanto
Faculty of Teacher Training and Educational Sciences, Universitas Katolik Indonesia Santo Paulus Ruteng, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE IMPLEMENTATION OF ONLINE LEARNING IN RURAL AREAS DURING COVID-19: VOICE OF RURAL ENGLISH TEACHERS Maria Olga Jelimun; Yosefina Heleonora Jem; Indra Susanto; Yanuarius Mardiantoro
Premise: Journal of English Education and Applied Linguistics Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i3.5833

Abstract

This research investigates the rural teachers' voices related to implementing online learning during covid-19. Due to understanding the schools' readiness in remote areas, it is essential to carry out English learning activities in emergencies. The subject of this research was 6 English teachers from two schools. Three were from SMAN 1 Ruteng-Anam, and three other teachers from SMAN 1 Lelak Manggarai regency, Nusa Tenggara-Timur. This research is categorized as qualitative research. The data were explained descriptively. In collecting the data, a questionnaire and interview were used. The questionnaire consisted of 3 main questionsinvolved. They covered the teachers' enthusiasm for Teaching English Using  Technology, the Implementation of Online Learning During the COVID-19 Epidemic, and the obstacles that English teachers faced during the pandemic. The teachers' additional information was gathered in the interview section. The data were analyzed and explained descriptively based on the result of the questionnaires and interviews. The result of the research showed that teachers at SMAN 1 Ruteng Anam and SMAN 1 Lelak during the pandemic still adapted to the situation. The limitations of technological facilities during the pandemic are not able to prevent teachers from teaching English activities. However, English teachers experienced many issues during the pandemic. The issues are related to teaching planning, delivery, and evaluation of the material. Those problems implicated the quality and intensity of learning activity, in which many English teachers assessed the students' improvement subjectively.
EXPLORING HOW ELEMENTARY ENGLISH TEACHERS IN REGIONAL AREAS TRANSFORMED THEIR TEACHING DURING THE PANDEMIC Susanto, Indra
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i2.8798

Abstract

The Covid-19 pandemic has brought about many changes in many spheres of life, including education. The country's unique geographic and demographic characteristics challenge Indonesia's government's remote learning policy to preserve education throughout the unprecedented period, including for English teachers in Indonesian regional areas. This study examines how elementary English teachers in regional Indonesia adapt their teaching throughout the pandemic. Through in-depth interviews, the experience of two elementary English teachers who taught before and during the epidemic was investigated in a qualitative study using a case study approach to determine how their teaching changed. The difficulties encountered and the help obtained were also examined. A thematic analysis of the interviews determined that the teaching transformation during the pandemic decreased, though to varying degrees, for each participant. The participants' difficulties contributed to the deterioration, for which the assistance they received was deemed valuable but insufficient. The study's findings indicate that regional English teachers in Indonesian regions request more institutional and governmental support for their teaching. Moreover, cooperation between several sectors is required to improve their education during and after the pandemic.
ENCOMPASSING HIGH-PROFICIENT STUDENTS IN HELPING LOW-PROFICIENT STUDENTS IN LEARNING ENGLISH IN INDONESIAN ENGLISH PRIMARY CLASSESTITLE IN ENGLISH Susanto, Indra; Halum, Yustus Sentus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i1.12962

Abstract

Copland et al. (2014) report that a large number of teachers deal with students at various phases of learning and with diverse individual requirements; students are frequently viewed as weak in language learning. This paper tries to find out the answer to how can teachers involve the high-proficient students in supporting low-proficient students in Indonesian English primary classes? The investigation of this topic can provide English teachers with strategies for encouraging student interactions between students of varying English proficiency levels. In addition, it provides a variety of techniques for maximizing the English learning experience for pupils of varying proficiency levels. In this paper, it is argued that incorporating positive interaction throughout the learning process is beneficial for the support of low-proficient students by high-proficient students in Indonesian English primary classes. Some of the ways it can be achieved is through peer learning, cooperative learning, and digital learning, among other methods. Our curriculum may require consideration of positive student interaction and the inclusion of materials on incorporating positive student interaction in English language learning through various Teacher Professional Development program methodologies. Additionally, Elementary English teachers in Indonesia should master teaching techniques that integrate positive student interactions.
Critical Thinking Skills and Argumentative Writing Ability:Is there any Correlation? Yulian Juita Ekalia; Fransiskus Jemadi; Indra Susanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.5108

Abstract

This study explores the relationship between critical thinking skills and argumentative writing ability among eleventh-grade students at SMAK Fransiskus Xaverius Ruteng. In the Indonesian educational context, students often face challenges in producing well-structured and logically supported arguments, partly due to limited emphasis on critical thinking in traditional teaching methods. Argumentative writing requires not only language proficiency but also the ability to analyze, evaluate, and synthesize information. This research aims to determine whether a significant correlation exists between these two essential academic competencies. The study employed a quantitative correlational research design involving 30 students from the Language Program. Critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA), while argumentative writing ability was assessed through a standardized writing test evaluated by a rubric. Data analysis using Pearson’s Product-Moment Correlation and SPSS Version 25 revealed a very strong positive correlation (r = 0.813) between critical thinking and argumentative writing. The coefficient of determination (R² = 0.661) indicated that 66.1% of the variance in writing performance can be attributed to critical thinking abilities, while the remaining 33.9% is influenced by other factors such as language proficiency and prior writing experience. The findings confirm a significant positive correlation between critical thinking and argumentative writing, supporting the integration of critical thinking strategies into writing instruction. Students with higher critical thinking scores generally produced more coherent, logical, and persuasive texts. The study suggests that educators should incorporate techniques such as argument mapping, debates, and peer review sessions to enhance both cognitive and linguistic development.
INDONESIAN REGIONAL HIGH SCHOOL ENGLISH TEACHER USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN POST PANDEMIC LEARNING Susanto, Indra; Nabung, Adrianus
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9254

Abstract

The integration of technology in English language teaching has been a significant development, further accelerated by the COVID-19 pandemic. Prior to the pandemic, technology was steadily being integrated into classrooms in developed countries, utilizing tools like interactive whiteboards and educational software. Additionally, digital language learning tools provided learners with flexible resources to enhance their language skills outside the classroom. However, in developing countries, including Indonesia, access to technology remained limited due to infrastructure and socioeconomic challenges, particularly in regional areas. This study looks closely at two high school English teachers’ teaching experience after the pandemic. The COVID-19 pandemic has significantly changed the way English is taught in Indonesia, especially in rural areas like Flores Island. The move to online learning sped up the use of technology in education, changing traditional teaching methods. Teachers like Elsa and Anna showed flexibility by using tools like Google Classroom for remote teaching and to increase student participation. It was also found that there is a doubt that the use of ICT in English language teaching brings a high level of dependency on the technology to the students.
Co-Authors Fransiskus Jemadi Halum, Yustus Sentus Jelimun, Maria Olga Nabung, Adrianus Yanuarius Mardiantoro Yosefina Heleonora Jem Yulian Juita Ekalia